Document Type : Research Paper
Authors
1 M.Sc. Student in Educational Psychology, University of Birjand, Birjand, Iran.
2 PhD student in Educational Psychology, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3 Ph.D. Curriculum Planning, University of Birjand, Birjand, Iran
4 Department of psychology, Faculty of educational sciences and psychology, University of Birjand, Birjand, Iran.
Abstract
Classroom cohesion plays an important role in creating a supportive learning environment, increasing student participation, and improving academic outcomes, and accordingly, having a tool to measure it is essential. Therefore, the present study was conducted to validate the classroom cohesion questionnaire in elementary school students. The research method was descriptive-survey and applied. The statistical population included elementary school students in South Khorasan Province, from whom 326 people were selected through multi-stage cluster sampling. Data were collected through a translated and localized classroom cohesion questionnaire, and SPSS and Lisrel software were used for confirmatory factor analysis and reliability analysis. The findings showed that the classroom cohesion questionnaire had an appropriate factor structure and the model fit indices had standard values. Also, Cronbach's alpha values for the components of task cohesion (0.955), social cohesion (0.950), and the total scale (0.976) indicated a very favorable reliability of this tool. Confirmatory factor analysis also confirmed that all items of the questionnaire had significant factor loadings. Based on the research findings, this tool can be used as a complete scale to explain the level of classroom cohesion in Iranian elementary schools and can be used by teachers, counselors, and educational experts.
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